Summary: In this report, a study was conducted in which a group of academically at-risk children were studied for several years. The students filled out surveys depicting their relationship with teachers and teachers did the same for students. The study had students take baseline tests as a control and then tested them afterwards, looking for a significant correlation between the perceived quality of the student-teacher relationship and their academic success. A correlation was indeed found, however it is very hard to conclude its magnitude. The study displayed the quality of student-teacher perception of relationships did improve both self-views (i.e. self-belonging, academic adjustment, and perceived academic competence.) “Child reports of TSRQ uniquely predicted changes in children’s perceived academic competencies, sense of school belonging, and math achievement.” Also, the study showed that the student perception of teacher-student relationship quality impacted academic achievement. “ Studies with elementary students report positive concurrent associations between students’ perceptions of teacher support and their sense of attachment to, liking for, and involvement in school.” In other words, students who get support from teachers are more likely to enjoy and succeed in school.
The study also reported that the student perception of the student-teacher relationship quality is what really has an effect on self-views and academic success. For example, if a student perceives the relationship with the teacher to be supportive, beneficial, and positive, the relationship will have a positive effect on the student even if the teacher does not feel the same way about the relationship. LS The study also discussed long term effects on academic achievement related to student-teacher relationship quality. High TSRQ effects student’s self-views, one of which is competence, in which the student feels like he/she can accomplish the academic subject area in question. With this confidence, students are more likely to challenge themselves in that subject area, increasing their willingness to take more challenging classes, therefore increasing their overall subject area success. For example, if a student is not confident in mathematics, that student will not take calculus their senior year of high school because they feel it is out of their range of intelligence. However, if that student perceives competence in that subject area, that student may take calculus, thus furthering their mathematical ability to a greater level than it would have been had that student not felt competent. LS
Reaction: In this report, I was impressed to learn that there was in fact correlation between TSRQ (teacher student relationship quality), or at least the student perception of the relationship, had an effect on academic achievement. I assumed that there would be a correlation between self-views and emotional support from teachers, which there was. This study affects Rhode Island Reform because perhaps we should be less focused on preparing students for tests in order to get better scores and spend more time preparing good, supportive teachers for students. Also, the study suggests that the academically at-risk could be generally more influenced by TSRQ, therefore in order to improve even the worst of students, the same teacher improvement could be used. Also, professional development could be focused on helping students feel good about themselves and providing emotional support. A Lesson From Privilege
Powell, A. G. (1997, February). A lesson from privilege. Teacher Magazine, p. 56.
Summary: This is an editorial, charting the opinion of Arthur G. Powell. Mr. Powell outlines the importance of student-teacher relationships. In the article, examples from his own experience are cited. For example, Mr. Powell explains an experience in which he heard about a girl who was struggling with chemistry and very hesitant to approach the teacher. When she actually did approach the teacher, the results were fantastic and she began to do better in school. Mr. Powell also states the advantage that prep schools have over public schools, claiming that prep school teachers not only have more time to spend with their students during the day, but they also have less students so one-on-one time is much more accessible. Mr. Powell also claims the importance of learning outside of the classroom, stating that less learning will be done in a lecture setting than in a conversation with a teacher where areas of struggle are outlined. Mr. Powell also agrees that students are more likely to like school if they are getting support from teachers. “This kind of interaction is enormously important.In the words of one parent, ‘That's what connects the kids to the place. The faculty doesn't end in the classroom.’”
Reaction: On the contrary to journal articles, which question the academic effectiveness of student-teacher relationships, Mr. Powell states the importance. When it comes to reform, I believe that Mr. Powell is onto something. He has identified that fact that teachers should spend more time with their students and build bonds with students. For example, Mr. Powell cites a teacher when he says “Casual contact can be as simple as a five-minute walk to the gym when, as one teacher put it, ‘We talk a bit, laugh, bip and bop, no big deal, but it's important and goes on a lot, thank God.’” When it comes to reform, if there was a way in which to almost “force” students into becoming friends with teachers and developing solid bonds, then students would generally have more success. When students feel they can approach teachers for clarification of material or a struggle of some sort, they are able to further academic advancement and gain a better understanding. This understanding is sometimes what is missing when it comes to taking tests. Perhaps strategies should involve more one-on-one time with teachers and students in order to improve test scores. Teacher Preparation and Teacher-Child Interaction in Preschools. ERIC Digest
Susan Kontos and Amanda Wilcox-Herzog. (2002). Teacher Preparation and Teacher-Child Interaction in Preschools. ERIC Digest ( No. ED470985 2002-10-00). ERIC Clearinghouse. Retrieved from http://vnweb.hwwilsonweb.com/hww/results/external_link_maincontentframe.jhtml;hwwilsonid=UJNBRFV1CRY3XQA3DIMCFGOADUNGIIV0
Summary: This digest was about how education affects student-teacher relationships. In general, the higher the degree, the better the educator is as a caregiver and the better the relationship that educator will have with students. The digest discussed surveys in which these results lined up with the conclusion that better education leads to a better relationship. This digest also discussed the relationship between specialized education and caregiving, in which the theory continued to hold true. Lastly, the article briefly mentioned the fact that “caregiving was predicted by the size of the group and the child-to-adult ratio.” (This could be insignificant to some, but because it is a very important statement to my topic, I have chosen to include it.) LS
Reaction: This digest was not so much about how student-teacher relationships effect teacher excellence, rather how teacher excellence, at least in terms of education, impacts student teacher relationships. I found the result to be shocking, however it did make sense after further thought. In general, classes must have an effect on the ability of a caregiver to give care. It makes sense that in classrooms, or daycares even, a higher education is preferable even for non-educational skills like the quality of student teacher relationships. Although this article only tangentially touched upon the topic in question, there was a very important piece of information: That a study showed positive caregiving is significantly influenced by the “size of the group and child-to-adult ratio.” This relates to Rhode Island Reform because a student-teacher ratio affects student-teacher relationships. Perhaps, more schools should be made for minimizes the ratio of students and teachers. Or perhaps, more preschools, and kindergartens should be built because students need better teacher relationships more at a younger age. A State Grooms Its Best Students To Be Good Teachers
WINERIP, M. (2011). A State Grooms Its Best Students To Be Good Teachers. New York Times, 11.
Summary: This is a newspaper article by the NY Times, whose author, Michael Winerip, discusses the importance of teacher-student relationships and the Teaching Fellows Program. Mr. Winerip describes the Teaching Fellows Program as taking the top high school students and making them into teachers by paying tons of money. The importance of the article, however, is a story about a member of the program. Mr. Winerip describes examples of why Mr. Williams, a teacher in North Carolina, is so good. The reason this teacher is so good boils down to the fact that he has fantastic relationship with students. For example, Mr. Williams is cited saying, ''I want to do everything I can to keep that child in class. If he's sitting in the principal's office, he's not learning.'' A story about Mr. Williams relationship with a certain student is also cited.
Reaction: Mr. Williams, the teacher in the article, obviously understands the importance of student-teacher relationships in schools. I thought that this article was an absolutely fantastic example of how teacher-student relationships can affect students in some way. For example, a student was not listening to Mr. Williams lecture and he was able to talk him into doing his work. This example of student-teacher relationship quality is what so many schools seem to be lacking. When it comes to reform, there should be teachers who are tested on the quality of their relationship with students to supplement their teaching ability. Maybe, instead of relying on test scores, student surveys could be used because the school systems could use more teachers like Mr. Williams. LS
Campbell, K. (1999). `Grand Master’ Teachers. Christian Science Monitor, 91(46), 15.
Summary: The article describes the Boston Arts Academy, a school in Boston where its apparent claim to fame is the teaching. The author describes the teachers as the reason that the students are doing well in this school even if they were receiving poor grades at their previous school. The author describes the casual, yet effective, relationship that teachers have with students, citing that the attendance in the school is very high due to the attention the students receive from their teachers.
Reaction: I am thoroughly amazed at the impression that the article gave on the Boston Arts Academy. The author came right out and said that the teachers are the reason why the students are so successful saying, “Common sense says that good teaching improves student performance.For hard proof, look no further than the teens at BAA, most of whom left other Boston public schools to attend this new public high school for the visual and performing arts.” I feel as though this is precisely the school that all schools should be modeled after (when it comes to teachers at least). For example, I found it fascinating that students have such casual relationships with their teachers and that it is very beneficial to their academic success. “Students tell Mr. Pai they like that he wears jeans to school. For his part, he calls students at home who need help getting their work done to see what they're up to on the weekends.” When it comes to RI Reform, perhaps teachers like Mr. Pai can be a standard for his fantastic work outside of the classroom. If teachers were like him, then we would have a much more effective school system.
Using Dialogue Journals to Strengthen the Student-Teacher Relationship: A Comparative Case Study
ANDERSON, D. H., NELSON, J. A. P., RICHARDSON, M., WEBB, N., & YOUNG, E. L. (2011). USING DIALOGUE JOURNALS TO STRENGTHEN THE STUDENT-TEACHER RELATIONSHIP: A COMPARATIVE CASE STUDY (Vol. 45, pp. 269-287).
Summary: This study focused on the effects of dialogue journals on student-teacher relationships on children in middle school. The article discussed the effects that the dialogue journal had on students, but more important to my study, the article discussed the quality of student-teacher relationship and how that can positively influence students. During the study, students took various written response surveys in which it was concluded that “students want both quality learning and quality relationships. Above all, young adolescents desire ‘healthy and rewarding relationships with their teachers and with their peers.’” The survey also asserted that “caring and supportive relationships between teachers and adolescents can act as buffers for students who are at risk socially and academically.” This means that students who have positive, supportive relationships with teachers are less likely to drop out and more likely to succeed academically.
Reaction: First off, I was very disappointed by the fact that the dialogue journals are not a very effective way of developing student-teacher relationships. But more importantly, I enjoyed the heartwarming effects of positive teacher student-relationships. When it comes to Rhode Island Reform, more teachers should develop supportive relationships with their students to prevent dropping out. I had actually not considered the fact that less students would drop out if they had supportive teachers. Although dialogue journals are not very effective, I feel as though that sort of interaction between students and teachers could be beneficial. If we were to implement programs that helped students and teachers start on the right foot with each other, that would increase positive relationships and therefore increase academic success and decrease the likelihood of dropping out.
Overall Reaction to Your Research What did your research teach you about your original question? How would you sum up what you've learned?
My original question was how do student-teacher relationships effect teacher excellence. From my research, I have learned a bunch of things directly related to my topic, and a few things that branch off of my research question. I learned that there is a correlation between academic achievement and student-teacher relationships, or at least the student perception of the quality of student-teacher relationships. (The student believes the teacher likes them or hates regardless of the actual quality of the relationship. The improvement in academic achievement is more based upon emotional support or teacher help rather than test scores going up just because a student has a good relationship with a teacher. For example, a student may feel more comfortable visiting a teacher that they have a good relationship with, therefore being more likely to go in for help. Also, teacher support builds confidence in students which limits self-handicapping. With the this teacher support, students are also more likely to take on challenges in subject areas that they may not be strong in, therefore taking harder classes, for example, and eventually furthering their overall skill in that specific subject area. I've also read a few stories about the affects that fantastic student teacher relationships have on students. For example, at an art school, students are doing much better than at their previous school and the credit is going to the relationships with teachers. In conclusion, I have learned that the quality of student-teacher relationships are very important in school systems and in determining teacher excellence.
Relevance in Rhode Island Schools
How does what you learned in your research inform efforts to reform schools in Rhode Island?
This relates to Rhode Island schools because I feel as though teachers should be judged by more than just their students' academic performance. For example, one article that I read mentioned that some students are effected academically in that they take more challenging courses in the future. Therefore, sometimes, students may be learning a lot from teachers that may be outside the classroom; like persistence or honesty. These intrinsic values may not effect the students' grades on the next state assessment, however in the long run, the student will do better in further education. Perhaps, the state should look for student input for feedback. Usually, students' favorite teachers are the ones that are able to connect with teachers on a personal level, which could make them more effective. Also, the students that need positive, healthy student-teacher relationships are the ones that are going to do the worst on state assessments. For example, students for lower-class, or poverty stricken areas with parents that may not care about them as much as parents of upper class neighborhoods would need a parental figure to help them on their journey. These students really need a fantastic student-teacher relationship, and their academics may improve as a result, however they may not be able to still pass the state assessments. In all, I feel that there are areas in Rhode Island, which are poverty stricken, which could use some quality teachers who may have to be assessed differently in order to gauge their effectiveness. For example, Central Falls is a town that could use some excellence teachers. These teachers don't necessarily have to teach extremely well, however their excellence comes mostly from teacher-student relationships and other subtopics that my other group members discuss.
Author: Craig Tilton
Research:
Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment
Jan N. Hughes. (2011). Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment. The Elementary School Journal, 112(1). Retrieved from http://0-www.jstor.org.helin.uri.edu/sici?sici=0013-5984%282011%29112%3A1%3C38%3ALEOTAS%3E2.0.CO%3B2-I&origin=serialsolutions
Summary: In this report, a study was conducted in which a group of academically at-risk children were studied for several years. The students filled out surveys depicting their relationship with teachers and teachers did the same for students. The study had students take baseline tests as a control and then tested them afterwards, looking for a significant correlation between the perceived quality of the student-teacher relationship and their academic success.
A correlation was indeed found, however it is very hard to conclude its magnitude. The study displayed the quality of student-teacher perception of relationships did improve both self-views (i.e. self-belonging, academic adjustment, and perceived academic competence.) “Child reports of TSRQ uniquely predicted changes in children’s perceived academic competencies, sense of school belonging, and math achievement.” Also, the study showed that the student perception of teacher-student relationship quality impacted academic achievement. “ Studies with elementary students report positive concurrent associations between students’ perceptions of teacher support and their sense of attachment to, liking for, and involvement in school.” In other words, students who get support from teachers are more likely to enjoy and succeed in school.
The study also reported that the student perception of the student-teacher relationship quality is what really has an effect on self-views and academic success. For example, if a student perceives the relationship with the teacher to be supportive, beneficial, and positive, the relationship will have a positive effect on the student even if the teacher does not feel the same way about the relationship. LS
The study also discussed long term effects on academic achievement related to student-teacher relationship quality. High TSRQ effects student’s self-views, one of which is competence, in which the student feels like he/she can accomplish the academic subject area in question. With this confidence, students are more likely to challenge themselves in that subject area, increasing their willingness to take more challenging classes, therefore increasing their overall subject area success. For example, if a student is not confident in mathematics, that student will not take calculus their senior year of high school because they feel it is out of their range of intelligence. However, if that student perceives competence in that subject area, that student may take calculus, thus furthering their mathematical ability to a greater level than it would have been had that student not felt competent. LS
Reaction: In this report, I was impressed to learn that there was in fact correlation between TSRQ (teacher student relationship quality), or at least the student perception of the relationship, had an effect on academic achievement. I assumed that there would be a correlation between self-views and emotional support from teachers, which there was. This study affects Rhode Island Reform because perhaps we should be less focused on preparing students for tests in order to get better scores and spend more time preparing good, supportive teachers for students. Also, the study suggests that the academically at-risk could be generally more influenced by TSRQ, therefore in order to improve even the worst of students, the same teacher improvement could be used. Also, professional development could be focused on helping students feel good about themselves and providing emotional support.
A Lesson From Privilege
Powell, A. G. (1997, February). A lesson from privilege. Teacher Magazine, p. 56.
Summary: This is an editorial, charting the opinion of Arthur G. Powell. Mr. Powell outlines the importance of student-teacher relationships. In the article, examples from his own experience are cited. For example, Mr. Powell explains an experience in which he heard about a girl who was struggling with chemistry and very hesitant to approach the teacher. When she actually did approach the teacher, the results were fantastic and she began to do better in school. Mr. Powell also states the advantage that prep schools have over public schools, claiming that prep school teachers not only have more time to spend with their students during the day, but they also have less students so one-on-one time is much more accessible. Mr. Powell also claims the importance of learning outside of the classroom, stating that less learning will be done in a lecture setting than in a conversation with a teacher where areas of struggle are outlined. Mr. Powell also agrees that students are more likely to like school if they are getting support from teachers. “This kind of interaction is enormously important. In the words of one parent, ‘That's what connects the kids to the place. The faculty doesn't end in the classroom.’”
Reaction: On the contrary to journal articles, which question the academic effectiveness of student-teacher relationships, Mr. Powell states the importance. When it comes to reform, I believe that Mr. Powell is onto something. He has identified that fact that teachers should spend more time with their students and build bonds with students. For example, Mr. Powell cites a teacher when he says “Casual contact can be as simple as a five-minute walk to the gym when, as one teacher put it, ‘We talk a bit, laugh, bip and bop, no big deal, but it's important and goes on a lot, thank God.’” When it comes to reform, if there was a way in which to almost “force” students into becoming friends with teachers and developing solid bonds, then students would generally have more success. When students feel they can approach teachers for clarification of material or a struggle of some sort, they are able to further academic advancement and gain a better understanding. This understanding is sometimes what is missing when it comes to taking tests. Perhaps strategies should involve more one-on-one time with teachers and students in order to improve test scores.
Teacher Preparation and Teacher-Child Interaction in Preschools. ERIC Digest
Susan Kontos and Amanda Wilcox-Herzog. (2002). Teacher Preparation and Teacher-Child Interaction in Preschools. ERIC Digest ( No. ED470985 2002-10-00). ERIC Clearinghouse. Retrieved from http://vnweb.hwwilsonweb.com/hww/results/external_link_maincontentframe.jhtml;hwwilsonid=UJNBRFV1CRY3XQA3DIMCFGOADUNGIIV0
Summary: This digest was about how education affects student-teacher relationships. In general, the higher the degree, the better the educator is as a caregiver and the better the relationship that educator will have with students. The digest discussed surveys in which these results lined up with the conclusion that better education leads to a better relationship. This digest also discussed the relationship between specialized education and caregiving, in which the theory continued to hold true. Lastly, the article briefly mentioned the fact that “caregiving was predicted by the size of the group and the child-to-adult ratio.” (This could be insignificant to some, but because it is a very important statement to my topic, I have chosen to include it.) LS
Reaction: This digest was not so much about how student-teacher relationships effect teacher excellence, rather how teacher excellence, at least in terms of education, impacts student teacher relationships. I found the result to be shocking, however it did make sense after further thought. In general, classes must have an effect on the ability of a caregiver to give care. It makes sense that in classrooms, or daycares even, a higher education is preferable even for non-educational skills like the quality of student teacher relationships. Although this article only tangentially touched upon the topic in question, there was a very important piece of information: That a study showed positive caregiving is significantly influenced by the “size of the group and child-to-adult ratio.” This relates to Rhode Island Reform because a student-teacher ratio affects student-teacher relationships. Perhaps, more schools should be made for minimizes the ratio of students and teachers. Or perhaps, more preschools, and kindergartens should be built because students need better teacher relationships more at a younger age.
A State Grooms Its Best Students To Be Good Teachers
WINERIP, M. (2011). A State Grooms Its Best Students To Be Good Teachers. New York Times, 11.
Summary: This is a newspaper article by the NY Times, whose author, Michael Winerip, discusses the importance of teacher-student relationships and the Teaching Fellows Program. Mr. Winerip describes the Teaching Fellows Program as taking the top high school students and making them into teachers by paying tons of money. The importance of the article, however, is a story about a member of the program. Mr. Winerip describes examples of why Mr. Williams, a teacher in North Carolina, is so good. The reason this teacher is so good boils down to the fact that he has fantastic relationship with students. For example, Mr. Williams is cited saying, ''I want to do everything I can to keep that child in class. If he's sitting in the principal's office, he's not learning.'' A story about Mr. Williams relationship with a certain student is also cited.
Reaction: Mr. Williams, the teacher in the article, obviously understands the importance of student-teacher relationships in schools. I thought that this article was an absolutely fantastic example of how teacher-student relationships can affect students in some way. For example, a student was not listening to Mr. Williams lecture and he was able to talk him into doing his work. This example of student-teacher relationship quality is what so many schools seem to be lacking. When it comes to reform, there should be teachers who are tested on the quality of their relationship with students to supplement their teaching ability. Maybe, instead of relying on test scores, student surveys could be used because the school systems could use more teachers like Mr. Williams. LS
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'Grand Master' TeachersCampbell, K. (1999). `Grand Master’ Teachers. Christian Science Monitor, 91(46), 15.
Summary: The article describes the Boston Arts Academy, a school in Boston where its apparent claim to fame is the teaching. The author describes the teachers as the reason that the students are doing well in this school even if they were receiving poor grades at their previous school. The author describes the casual, yet effective, relationship that teachers have with students, citing that the attendance in the school is very high due to the attention the students receive from their teachers.
Reaction: I am thoroughly amazed at the impression that the article gave on the Boston Arts Academy. The author came right out and said that the teachers are the reason why the students are so successful saying, “Common sense says that good teaching improves student performance. For hard proof, look no further than the teens at BAA, most of whom left other Boston public schools to attend this new public high school for the visual and performing arts.” I feel as though this is precisely the school that all schools should be modeled after (when it comes to teachers at least). For example, I found it fascinating that students have such casual relationships with their teachers and that it is very beneficial to their academic success. “Students tell Mr. Pai they like that he wears jeans to school. For his part, he calls students at home who need help getting their work done to see what they're up to on the weekends.” When it comes to RI Reform, perhaps teachers like Mr. Pai can be a standard for his fantastic work outside of the classroom. If teachers were like him, then we would have a much more effective school system.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Using Dialogue Journals to Strengthen the Student-Teacher Relationship: A Comparative Case Study
ANDERSON, D. H., NELSON, J. A. P., RICHARDSON, M., WEBB, N., & YOUNG, E. L. (2011). USING DIALOGUE JOURNALS TO STRENGTHEN THE STUDENT-TEACHER RELATIONSHIP: A COMPARATIVE CASE STUDY (Vol. 45, pp. 269-287).
Summary: This study focused on the effects of dialogue journals on student-teacher relationships on children in middle school. The article discussed the effects that the dialogue journal had on students, but more important to my study, the article discussed the quality of student-teacher relationship and how that can positively influence students. During the study, students took various written response surveys in which it was concluded that “students want both quality learning and quality relationships. Above all, young adolescents desire ‘healthy and rewarding relationships with their teachers and with their peers.’” The survey also asserted that “caring and supportive relationships between teachers and adolescents can act as buffers for students who are at risk socially and academically.” This means that students who have positive, supportive relationships with teachers are less likely to drop out and more likely to succeed academically.
Reaction: First off, I was very disappointed by the fact that the dialogue journals are not a very effective way of developing student-teacher relationships. But more importantly, I enjoyed the heartwarming effects of positive teacher student-relationships. When it comes to Rhode Island Reform, more teachers should develop supportive relationships with their students to prevent dropping out. I had actually not considered the fact that less students would drop out if they had supportive teachers. Although dialogue journals are not very effective, I feel as though that sort of interaction between students and teachers could be beneficial. If we were to implement programs that helped students and teachers start on the right foot with each other, that would increase positive relationships and therefore increase academic success and decrease the likelihood of dropping out.
Overall Reaction to Your Research
What did your research teach you about your original question? How would you sum up what you've learned?
My original question was how do student-teacher relationships effect teacher excellence. From my research, I have learned a bunch of things directly related to my topic, and a few things that branch off of my research question. I learned that there is a correlation between academic achievement and student-teacher relationships, or at least the student perception of the quality of student-teacher relationships. (The student believes the teacher likes them or hates regardless of the actual quality of the relationship. The improvement in academic achievement is more based upon emotional support or teacher help rather than test scores going up just because a student has a good relationship with a teacher. For example, a student may feel more comfortable visiting a teacher that they have a good relationship with, therefore being more likely to go in for help. Also, teacher support builds confidence in students which limits self-handicapping. With the this teacher support, students are also more likely to take on challenges in subject areas that they may not be strong in, therefore taking harder classes, for example, and eventually furthering their overall skill in that specific subject area. I've also read a few stories about the affects that fantastic student teacher relationships have on students. For example, at an art school, students are doing much better than at their previous school and the credit is going to the relationships with teachers. In conclusion, I have learned that the quality of student-teacher relationships are very important in school systems and in determining teacher excellence.
Relevance in Rhode Island Schools
How does what you learned in your research inform efforts to reform schools in Rhode Island?This relates to Rhode Island schools because I feel as though teachers should be judged by more than just their students' academic performance. For example, one article that I read mentioned that some students are effected academically in that they take more challenging courses in the future. Therefore, sometimes, students may be learning a lot from teachers that may be outside the classroom; like persistence or honesty. These intrinsic values may not effect the students' grades on the next state assessment, however in the long run, the student will do better in further education. Perhaps, the state should look for student input for feedback. Usually, students' favorite teachers are the ones that are able to connect with teachers on a personal level, which could make them more effective. Also, the students that need positive, healthy student-teacher relationships are the ones that are going to do the worst on state assessments. For example, students for lower-class, or poverty stricken areas with parents that may not care about them as much as parents of upper class neighborhoods would need a parental figure to help them on their journey. These students really need a fantastic student-teacher relationship, and their academics may improve as a result, however they may not be able to still pass the state assessments. In all, I feel that there are areas in Rhode Island, which are poverty stricken, which could use some quality teachers who may have to be assessed differently in order to gauge their effectiveness. For example, Central Falls is a town that could use some excellence teachers. These teachers don't necessarily have to teach extremely well, however their excellence comes mostly from teacher-student relationships and other subtopics that my other group members discuss.